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Flores AL, Bailey RD, Winfrey K, Bess T, Modaff K, Chapman R, Mitchell J, Houry D. Learn and Lead: Implementation of a Leadership Development Pilot Program at the Centers for Disease Control and Prevention. Public Health Rep 2024:333549241258156. [PMID: 38910546 DOI: 10.1177/00333549241258156] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/25/2024] Open
Abstract
OBJECTIVES The Centers for Disease Control and Prevention (CDC) needs leaders at all levels who can address technical and adaptive challenges in a changing public health landscape. We assessed the feasibility of implementing an enterprise-wide leadership development model. METHODS In June 2023, we launched a pilot program, Learn and Lead, for nonsupervisory staff in early and mid-career levels. One hundred sixty-nine participants registered, and 149 completed at least 6 weeks of the 8-week program. We gathered quantitative and qualitative data through weekly electronic surveys and in-depth interviews. We calculated frequencies for closed-ended Likert-scale items and performed content analysis of open-ended items to assess most frequently mentioned themes. We based the pilot's design on CDC's leadership development framework to assess application of the framework and alignment of curriculum to the framework. RESULTS Three themes emerged: logistics and facilitation, leadership development curriculum, and making connections with self and others. Findings for logistics and facilitation highlighted preferences for course length, small breakout groups, mixed weeks, and value of staff support. Findings for the leadership development curriculum underscored the relevance of the US Office of Personnel Management's fundamental competencies to leadership development. Findings for making connections with self and others supported the cohort model and the importance of networking. CONCLUSIONS The pilot curriculum aligned well with the CDC leadership development framework. Feedback provided by pilot participants is being used to help shape CDC's ongoing leadership development efforts.
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Affiliation(s)
- Alina L Flores
- Office of the Chief Operating Officer, Centers for Disease Control and Prevention, Atlanta, GA, USA
| | - Robin D Bailey
- Office of the Chief Operating Officer, Centers for Disease Control and Prevention, Atlanta, GA, USA
| | - Kevin Winfrey
- CDC University, Office of Human Resources, Office of the Chief Operating Officer, Centers for Disease Control and Prevention, Atlanta, GA, USA
| | - Tonya Bess
- CDC University, Office of Human Resources, Office of the Chief Operating Officer, Centers for Disease Control and Prevention, Atlanta, GA, USA
| | - Kaitlyn Modaff
- Office of the Chief Operating Officer, Oak Ridge Institute for Science and Education, Centers for Disease Control and Prevention, Atlanta, GA, USA
| | | | | | - Debra Houry
- Office of the Director, Centers for Disease Control and Prevention, Atlanta, GA, USA
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Krytus K, Kruger JS, Homish GG. What Predicts Graduate Public Health Student Success? Evidence for Admission Committees in a Post-Affirmative Action Landscape. Public Health Rep 2024:333549241236151. [PMID: 38504490 DOI: 10.1177/00333549241236151] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/21/2024] Open
Abstract
OBJECTIVE A severe staff shortage and a dearth of professionals from underrepresented backgrounds in the public health workforce are contributing to poor health outcomes in the United States. Schools and programs can mitigate these problems by admitting more graduate public health students overall and from underrepresented backgrounds. We identified predictors of foundational graduate public health course grades and graduate grade point average (GPA), sharing evidence to remove application factors that are admission barriers and do not predict student outcomes. METHODS We conducted a linear regression analysis on demographic and academic factors from 564 graduate public health applications for students at the University at Buffalo who received their degree from January 1, 2016, to February 1, 2021, analyzing age, race and ethnicity, sex, income, undergraduate degree, verbal and quantitative Graduate Record Examination (GRE) percentiles, and undergraduate GPA. Outcomes were grades in foundational public health courses and cumulative graduate GPA. RESULTS Undergraduate GPA was the best predictor of graduate public health student success, explaining nearly 7% of foundational public health course grades and 29% of graduate GPA. Higher undergraduate GPA contributed to higher course grades and graduate GPA. GRE scores explained <1% of student outcomes. CONCLUSIONS Our findings add to the growing body of research showing that standardized test scores may not predict graduate student outcomes and provide further evidence for the field of public health to consider removing this admission barrier. By doing so, institutions could admit more students to graduate public health programs who can bring needed skills to the market, further diversifying the workforce and public health faculty, to better meet population health needs.
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Affiliation(s)
- Kimberly Krytus
- University at Buffalo School of Public Health and Health Professions, Buffalo, NY, USA
| | - Jessica S Kruger
- University at Buffalo School of Public Health and Health Professions, Buffalo, NY, USA
| | - Gregory G Homish
- University at Buffalo School of Public Health and Health Professions, Buffalo, NY, USA
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Hrzic R, Cade MV, Wong BLH, McCreesh N, Simon J, Czabanowska K. A competency framework on simulation modelling-supported decision-making for Master of Public Health graduates. J Public Health (Oxf) 2024; 46:127-135. [PMID: 38061776 PMCID: PMC10901273 DOI: 10.1093/pubmed/fdad248] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2023] [Revised: 10/04/2023] [Accepted: 11/09/2023] [Indexed: 02/29/2024] Open
Abstract
BACKGROUND Simulation models are increasingly important for supporting decision-making in public health. However, due to lack of training, many public health professionals remain unfamiliar with constructing simulation models and using their outputs for decision-making. This study contributes to filling this gap by developing a competency framework on simulation model-supported decision-making targeting Master of Public Health education. METHODS The study combined a literature review, a two-stage online Delphi survey and an online consensus workshop. A draft competency framework was developed based on 28 peer-reviewed publications. A two-stage online Delphi survey involving 15 experts was conducted to refine the framework. Finally, an online consensus workshop, including six experts, evaluated the competency framework and discussed its implementation. RESULTS The competency framework identified 20 competencies related to stakeholder engagement, problem definition, evidence identification, participatory system mapping, model creation and calibration and the interpretation and dissemination of model results. The expert evaluation recommended differentiating professional profiles and levels of expertise and synergizing with existing course contents to support its implementation. CONCLUSIONS The competency framework developed in this study is instrumental to including simulation model-supported decision-making in public health training. Future research is required to differentiate expertise levels and develop implementation strategies.
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Affiliation(s)
- Rok Hrzic
- Department of International Health, Care and Public Health Research Institute - CAPHRI, Maastricht University, Maastricht, 6200 MD, Netherlands
| | - Maria Vitoria Cade
- Department of International Health, Care and Public Health Research Institute - CAPHRI, Maastricht University, Maastricht, 6200 MD, Netherlands
| | - Brian Li Han Wong
- Department of International Health, Care and Public Health Research Institute - CAPHRI, Maastricht University, Maastricht, 6200 MD, Netherlands
| | - Nicky McCreesh
- Department of Infectious Disease Epidemiology and Dynamics, Centre for Mathematical Modelling of Infectious Diseases, London School of Hygiene and Tropical Medicine, London, WC1E 7HT, UK
| | - Judit Simon
- Department of Health Economics, Center for Public Health, Medical University of Vienna, Vienna, 1090, Austria
| | - Katarzyna Czabanowska
- Department of International Health, Care and Public Health Research Institute - CAPHRI, Maastricht University, Maastricht, 6200 MD, Netherlands
- Department of Health Policy Management, Institute of Public Health, Jagiellonian University, Krakow, 31-066, Poland
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Meredith GR, Welter CR, Risley K, Seweryn SM, Altfeld S, Jarpe-Ratner EA. Master of Public Health Education in the United States Today: Building Leaders of the Future. Public Health Rep 2023; 138:829-837. [PMID: 36113136 PMCID: PMC10467497 DOI: 10.1177/00333549221121669] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/24/2023] Open
Abstract
OBJECTIVES For decades, there have been calls to action to change the status quo of public health education in the United States to respond to workforce needs and help reinforce capacity. During the last 10 years, schools and programs of public health have planned and implemented programmatic and curricular changes. This study explored the focus of master of public health (MPH) education in the United States today. METHODS We used a 3-phase mixed-methods study to compile data to describe the current state and focus of MPH education in the United States via survey data collection (November-December 2019), semistructured interviews (January-February 2020), and document reviews. RESULTS Survey responses represented at least 43% (93/215) of eligible MPH programs in the United States. Most respondents (86%, 99/115) reported that the primary focus of MPH education in the United States is to prepare graduates for public health practice and employment linked to public health, and 54% (59/109) reported that their MPH programs adopted this focus in the last 5 years. MPH programs invested in student learning, competence development, and supporting workforce readiness, including a focus on leadership abilities. Programs noted that they seek to develop strategic thinkers and engaged leaders with abilities to understand and address emergent public health needs. CONCLUSIONS Public health education in the United States is in a period of change. MPH programs reported responding to workforce needs by closing gaps in workforce capacity and developing compassionate and professional leaders who can understand needs, collaborating with communities, and facilitating action that will ameliorate health disparities and promote social injustice by practicing public health in new ways.
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Affiliation(s)
| | - Christina R. Welter
- Department of Health Policy and Administration, UIC School of Public Health, University of Illinois at Chicago, Chicago, IL, USA
| | | | - Steven M. Seweryn
- Department of Epidemiology and Biostatistics, UIC School of Public Health, University of Illinois at Chicago, Chicago, IL, USA
| | - Susan Altfeld
- UIC School of Public Health, University of Illinois at Chicago, Chicago, IL, USA
| | - Elizabeth A. Jarpe-Ratner
- Department of Health Policy and Administration, UIC School of Public Health, University of Illinois at Chicago, Chicago, IL, USA
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Meredith GR, Welter CR, Risley K, Seweryn SM, Altfeld S, Jarpe-Ratner EA. Levers of Change: How to Help Build the Public Health Workforce of the Future. JOURNAL OF PUBLIC HEALTH MANAGEMENT AND PRACTICE 2023; 29:E90-E99. [PMID: 36112390 DOI: 10.1097/phh.0000000000001618] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
CONTEXT Public health leaders are working to rebuild the US public health workforce. Master of Public Health (MPH) programs have a stake in this, given their role in educating and training public health practitioners. Over the last 10 years, MPH programs have implemented changes to program structure, content, and approach, but workforce gaps persist. OBJECTIVE This study sought to explore the factors that inform and influence MPH program design and changes they make in order to elucidate how MPH programs may be further engaged to help address current and future public health workforce needs. DESIGN Sequential mixed-methods study. SETTING US MPH programs accredited by the Council on Education for Public Health (CEPH), and applicants approved to seek accreditation. PARTICIPANTS In total, 115 representatives representing at least 43% of the 215 accredited/applicant MPH programs in the United States. MAIN OUTCOME MEASURES Factors that inform and influence programmatic and curricular changes within MPH programs. RESULTS The shifts that MPH programs have made to program focus and the approaches used to support student competence development are influenced by individual, programmatic, institutional, and national factors, including faculty and staff background, access to resources, program team/faculty culture, access to resources, program placement, university priorities, and national policies. Most influential in catalyzing changes made by MPH programs between 2015 and 2020 were CEPH MPH accreditation standards, feedback from interested parties, learning best practices, university initiatives, and access to resources including funding and faculty. Identified factors served as facilitators and/or as barriers, depending on the context. CONCLUSIONS There are multiple levers at different levels that may be utilized by national public health leaders, university administrators, and program constituents to effect change within MPH programs, helping them to be even better positioned to help address public health workforce needs of today and tomorrow.
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Affiliation(s)
- Genevive R Meredith
- Department of Public and Ecosystem Health, College of Veterinary Medicine, Cornell University, Ithaca, New York (Dr Meredith); Departments of Health Policy and Administration (Drs Welter and Jarpe-Ratner) and Epidemiology and Biostatistics (Dr Seweryn), School of Public Health (Dr Altfeld), University of Illinois Chicago, Chicago, Illinois; and de Beaumont Foundation, Bethesda, Maryland (Dr Risley)
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Kulik PKG, Leider JP, Beck AJ. Leadership Perspectives on Local Health Department Workforce Development: A Regional Training Needs Assessment. JOURNAL OF PUBLIC HEALTH MANAGEMENT AND PRACTICE 2022; 28:E619-E623. [PMID: 34225305 DOI: 10.1097/phh.0000000000001395] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
The public health workforce broadly-across disciplines, tiers, and settings-requires strategic skills to advance population health outcomes. In early 2020, the Region V Public Health Training Center conducted a competency-based training needs assessment survey with all 501 local health departments in the 6-state region, including small agencies that were previously excluded from available national data sources. Health officials or designees from 290 agencies responded (58% response rate) with perspectives regarding the ability of their staff to sufficiently apply strategic skills. Findings highlight training needs among the region's local governmental public health workforce and differences in those needs by the size of population served by the agency. Notable training priorities include the skill domains of Budgeting & Financial Management and Change Management, among others.
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Affiliation(s)
- Phoebe K G Kulik
- Region V Public Health Training Center (Ms Kulik and Drs Leider and Beck) and Department of Health Behavior and Health Education (Ms Kulik and Dr Beck), University of Michigan School of Public Health, Ann Arbor, Michigan; and Division of Health Policy and Management, University of Minnesota School of Public Health, Minneapolis, Minnesota (Dr Leider)
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Schober DJ, Carlberg-Racich S, Dirkes J. Developing the public health workforce through community-based fieldwork. J Prev Interv Community 2021; 50:1-7. [PMID: 34551685 DOI: 10.1080/10852352.2021.1915736] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
A skilled public health workforce is critical to assure the public's health. Recent scholarship has highlighted the benefits of practice-based fieldwork to train the public health workforce. This scholarship has highlighted these benefits primarily through quantitative evaluation. DePaul University's Master of Public Health (MPH) Program provides practice-based education and training to enable students to develop key competencies in public and community health. A key component of the MPH Program is a 9-month practicum experience. This practicum experience requires students to (1) Complete at least 250 h of fieldwork at a local health organization and (2) write a capstone thesis about their practicum project. In this themed issue, seven MPH Program students provide empirical papers, describing their practicum project and the competencies they gained. These empirical papers build upon existing scholarship on practice-based fieldwork and aim to advance academic and community efforts to assure a skilled public and community health workforce.
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Affiliation(s)
- Daniel J Schober
- Master of Public Health Program, DePaul University, Chicago, Illinois, USA
| | | | - Jessica Dirkes
- Public Health, Occidental College, Los Angeles, California, USA
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Jacob RR, Brownson CA, Deshpande AD, Eyler AA, Gillespie KN, Hefelfinger J, Erwin PC, Macchi M, Brownson RC. Long-Term Evaluation of a Course on Evidence-Based Public Health in the U.S. and Europe. Am J Prev Med 2021; 61:299-307. [PMID: 34020850 PMCID: PMC10288838 DOI: 10.1016/j.amepre.2021.03.003] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/30/2020] [Revised: 02/28/2021] [Accepted: 03/03/2021] [Indexed: 10/21/2022]
Abstract
The evidence-based public health course equips public health professionals with skills and tools for applying evidence-based frameworks and processes in public health practice. To date, training has included participants from all the 50 U.S. states, 2 U.S. territories, and multiple other countries besides the U.S. This study pooled follow-up efforts (5 surveys, with 723 course participants, 2005-2019) to explore the benefits, application, and barriers to applying the evidence-based public health course content. All analyses were completed in 2020. The most common benefits (reported by >80% of all participants) were identifying ways to apply knowledge in their work, acquiring new knowledge, and becoming a better leader who promotes evidence-based approaches. Participants most frequently applied course content to searching the scientific literature (72.9%) and least frequently to writing grants (42.7%). Lack of funds for continued training (35.3%), not having enough time to implement evidence-based public health approaches (33.8%), and not having coworkers trained in evidence-based public health (33.1%) were common barriers to applying the content from the course. Mean scores were calculated for benefits, application, and barriers to explore subgroup differences. European participants generally reported higher benefits from the course (mean difference=0.12, 95% CI=0.00, 0.23) and higher frequency of application of the course content to their job (mean difference=0.17, 95% CI=0.06, 0.28) than U.S. participants. Participants from later cohorts (2012-2019) reported more overall barriers to applying course content in their work (mean difference=0.15, 95% CI=0.05, 0.24). The evidence-based public health course represents an important strategy for increasing the capacity (individual skills) for evidence-based processes within public health practice. Organization-level methods are also needed to scale up and sustain capacity-building efforts.
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Affiliation(s)
- Rebekah R Jacob
- Prevention Research Center in St. Louis, Brown School, Washington University in St. Louis, St. Louis, Missouri.
| | - Carol A Brownson
- Prevention Research Center in St. Louis, Brown School, Washington University in St. Louis, St. Louis, Missouri
| | - Anjali D Deshpande
- Department of Epidemiology, Iowa College of Public Health, The University of Iowa, Iowa City, Iowa
| | - Amy A Eyler
- Prevention Research Center in St. Louis, Brown School, Washington University in St. Louis, St. Louis, Missouri
| | - Kathleen N Gillespie
- Department of Health Management and Policy, College for Public Health and Social Justice, Saint Louis University, St. Louis, Missouri
| | - Jennie Hefelfinger
- National Association of Chronic Disease Directors (NACDD), Decatur, Georgia
| | - Paul C Erwin
- School of Public Health, The University of Alabama at Birmingham, Birmingham, Alabama
| | - Marti Macchi
- National Association of Chronic Disease Directors (NACDD), Decatur, Georgia
| | - Ross C Brownson
- Prevention Research Center in St. Louis, Brown School, Washington University in St. Louis, St. Louis, Missouri; Division of Public Health Sciences, Department of Surgery, Washington University School of Medicine, Washington University in St. Louis, St. Louis, Missouri; Alvin J. Siteman Cancer Center, Washington University School of Medicine, Washington University in St. Louis, St. Louis, Missouri
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